Trans* men have not, as yet, received specific research attention in higher education. Based on intensive interviews with 25 trans* men enrolled in colleges or universities in New England, I explore their experiences in higher education. I analyze participants' descriptions of supports and challenges in their collegiate environments, as well as advice they offer to other trans* men in college. I offer liberatory consciousness as a model that higher education staff and faculty can use to attend to the needs for trans* men's inclusion in higher education.